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Aufsatz (Zeitschrift) zugänglich unter
URN: urn:nbn:de:0111-pedocs-207899
DOI: 10.25656/01:20789; 10.26529/cepsj.887
URN: urn:nbn:de:0111-pedocs-207899
DOI: 10.25656/01:20789; 10.26529/cepsj.887
| Originaltitel |
Teachers as embedded practitioner-researchers in innovative learning environments |
|---|---|
| Paralleltitel | Ucitelji kot praktiki raziskovalci, vkljuceni v inovativnaucna okolja |
| Autoren |
Blannin, Joanne  ;
Mahat, Marian ;
Cleveland, Benjamin ;
Morris, Julia E.;
Imms, Wesley |
| Originalveröffentlichung | CEPS Journal 10 (2020) 3, S. 99-116 |
| Dokument | Volltext (257 KB) |
| Lizenz des Dokumentes | Deutsches Urheberrecht |
| Schlagwörter (Deutsch) | Lehrer; Forscher; Bildungsforschung; Innovation; Lernumgebung; Angewandte Forschung; Theorie-Praxis-Beziehung; Schule; Kooperation; Universität; Raumdidaktik; Projekt; Empirische Forschung; Australien |
| Teildisziplin | Empirische Bildungsforschung Schulpädagogik |
| Dokumentart | Aufsatz (Zeitschrift) |
| ISSN | 2232-2647; 22322647 |
| Sprache | Englisch |
| Erscheinungsjahr | 2020 |
| Begutachtungsstatus | Peer-Review |
| Abstract (Englisch): | The paper introduces and explores the Plans to Pedagogy research programme, a three-year project focused on teacher capacity-building within schools. Plans to Pedagogy engages practitioner-researchers in the development of their and their colleagues’ spatial learning skills as they move into and attempt to take advantage of innovative learning environments. The programme involves teachers from eight schools across Australia and New Zealand. Still in progress, each three-year project addresses the individual school’s needs, while being supported by a more extensive university-situated “umbrella” research programme. This paper presents emerging findings from Plans to Pedagogy and discusses what is being learned about applied research in schools and how a research-focused approach to professional learning can enhance teacher learning and practice. (DIPF/Orig.) |
| weitere Beiträge dieser Zeitschrift | CEPS Journal Jahr: 2020 |
| Statistik |  Anzahl der Zugriffe auf dieses Dokument
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| Prüfsummen | Prüfsummenvergleich als Unversehrtheitsnachweis |
| Eintrag erfolgte am | 12.10.2020 |
| Quellenangabe | Blannin, Joanne; Mahat, Marian; Cleveland, Benjamin; Morris, Julia E.; Imms, Wesley: Teachers as embedded practitioner-researchers in innovative learning environments - In: CEPS Journal 10 (2020) 3, S. 99-116 - URN: urn:nbn:de:0111-pedocs-207899 - DOI: 10.25656/01:20789; 10.26529/cepsj.887 |
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